UNITOTS - University of Worcester

Inspection of UNITOTS - University of Worcester Henwick Grove, St Johns, Worcester, Worcestershire WR2 6AJ

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Overall effectiveness Inadequate

The quality of education Good Behaviour and attitudes Good Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Outstanding

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The provision is inadequate

Children's welfare is compromised. Staff concerns are not documented effectively and possible signs of child abuse are missed. Managers do not follow up or refer concerns that they are aware of, regarding children's safety and well-being, to the relevant safeguarding authorities. For example, if children do not attend some sessions, managers do not routinely check on them. Instead, they rely too much on knowing their families and make assumptions about children's whereabouts. They do not look for any patterns regarding concerns raised. Managers have contributed to a culture where safeguarding policies are not followed. For example, they have not taken child protection concerns or allegations received seriously. These failings mean that children's safety is not assured.

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The provision is inadequate

Despite these weaknesses, the quality of education is good. Staff take time to get to know what children can do. They plan for their next steps and provide activities which are exciting and interesting. All children, including those with special educational needs and/or disabilities and those who speak English as an additional language, make good progress in their learning. Staff plan additional activities that promote children's learning of new vocabulary and an awareness of the world in which they live. For example, the setting has links with the university to help deliver a project where children learn how to be more environmentally friendly. Children behave well. Staff have formed good relationships with children and they have clear boundaries and rules which children follow. Children enjoy coming to nursery and are confident, polite and have high levels of self-esteem. These opportunities help children to be ready to start school.

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need to do better?

n Children's safety is not prioritised. Managers keep the safeguarding policies and their training up to date, however, they fail to ensure these are implemented effectively in practice. They do not understand how to identify and manage allegations made against staff or the setting in general. As a result, they have not followed required procedures and potential issues have been internally reviewed without external support. In addition, they do not have effective systems for recording information so that possible child protection concerns are identified and patterns joined together. This does not help ensure vulnerable children are safeguarded. n Managers and staff feel supported by the leadership team. They have supervision arrangements in place. This has a positive impact on the quality of education provided. However, these arrangements overlook aspects of poor practice to maintain improvement. They do not help ensure an effective culture

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need to do better?

of safeguarding in the setting. n Managers and staff have a good understanding of the curriculum. There is a

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need to do better?

19 July 2022 good balance of child-initiated and adult-directed activities which are planned to help children learn for their next educational steps. However, occasionally, staff over-direct adult-led activities. They focus on how they want the resources to be used rather than encouraging children to investigate, experiment, explore and broaden their experiences for themselves. n The setting is inclusive and staff have high expectations for all children. The curriculum helps children achieve ambitious targets, and the nursery environment is carefully considered to help those children who need further support. For example, staff support children to make choices by offering picture images. These opportunities help children who speak English as an additional language to express their preferences effectively. n Communication and language are at the heart of the curriculum. Children enjoy stories, rhymes and songs, and these can be heard in a number of different

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need to do better?

contexts. For example, during care routines such as nappy time, staff sing and talk to children, ask them questions and use good eye contact. These experiences help children make good progress in their speaking and listening development. n Staff promote mental well-being. They plan and provide activities such as yoga and forest school. Children say that they enjoy coming to nursery and know they can talk to their key person should they feel sad. n Children are supported to become independent. For example, they manage their self-care routines, such as collecting their own blankets before sleep time and pouring their own drinks. Older children learn engineering skills. This requires using tools such as screwdrivers carefully and responsibly. These opportunities help children acquire different skills they may need to be ready to start school. n Parents are generally happy with the provision. The setting seeks parents' views

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need to do better?

and makes plans to action their suggestions. However, these are not always implemented effectively. For example, parents have requested that more information is provided about their children's time at the setting. However, while the display boards that have been put up in the rooms about activities to do at home to support learning are helpful, they do not really meet the need identified, especially for parents who drop their children off but do not enter the setting.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Managers are complacent in their approach to evidencing and managing child protection concerns in the setting. They do not have a secure understanding of the procedure to follow when an allegation has been made against a member of staff or the setting. That said, the new deputy manager is knowledgeable about safeguarding policies and brings experience to the setting, which she is yet to impart. The majority of staff have some understanding of the most common signs and symptoms that children may be at risk of harm. They make an effort to briefly note these and do share them with managers. However, managers do not take reasonable steps to ensure that any concerns are discussed with relevant

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Due date

ensure that managers and staff improve their knowledge of child protection to be able to recognise and report any concerns to statutory safeguarding authorities without delay 30/09/2022

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Due date

improve the manager's understanding of how to implement the setting's managing allegations policy 30/09/2022

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Due date

maintain effective safeguarding records and ensure these are shared between staff and with other professionals when appropriate, to help keep children safe 30/09/2022

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Due date

make better use of supervision to promote improvement and ensure a more effective culture of safeguarding. 30/09/2022

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should:

n support staff to enhance their teaching during adult-led activities to help them encourage children to investigate, experiment and explore more and to broaden their experiences n act more rapidly on parents' views and find ways to share more information about children's time at the setting.

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Setting details

Unique reference number 205116 Local authority Worcestershire Inspection number 10116243 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 40 Number of children on roll 32 Name of registered person University of Worcester

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reference number

Telephone number 01905 855277 Date of previous inspection 5 December 2014

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Information about this early years setting

UNITOTS - University of Worcester registered in 1992. It is situated on the University of Worcester campus, and is owned and managed by the university. The nursery employs 13 members of childcare staff, all of whom hold appropriate early years qualifications at level 3 or above, including one with early years professional status and one with qualified teacher status. The nursery opens from Monday to Friday, for 50 weeks a year, from 8am until 6pm. Children attend for a variety of sessions. The nursery provides funded early education for two-, three- and four- year-old children.

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Information about this inspection

Inspectors Victoria Laird Josephine Heath

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager led the inspector on a learning walk and told her what they wanted the children to learn at nursery. The manager and the inspector carried out a joint observation of an activity together. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector held discussions with the manager, deputy manager and staff throughout the inspection. She looked at relevant documentation, including qualifications and first-aid certificates, and viewed evidence of the suitability of those working with children. n The inspector took account of the views of parents spoken to on the day. She also spoke to children about their experiences in the nursery.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

19 July 2022 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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